An Exploration of the Educational Experiences of Bahamian Student

Taylor University Pillars at Taylor University Master of Arts in Higher Education Theses Graduate Theses 5-2018 An Exploration of the Educational Experiences of Bahamian Students at Taylor University Dominic Justin Cartwright Taylor University Follow this and additional works at: https://pillars.taylor.edu/mahe Part of the Higher Education Commons Recommended Citation Cartwright, Dominic Justin, "An Exploration of the Educational Experiences of Bahamian Students at Taylor University" (2018) Master of Arts in Higher Education Theses 125 https://pillars.taylor.edu/mahe/125 This Thesis is brought to you for free and open access by the Graduate Theses at Pillars at Taylor University It has been accepted for inclusion in Master of Arts in Higher Education Theses by an authorized administrator of Pillars at Taylor University For more information, please contact pillars@taylor.edu AN EXPLORATION OF THE EDUCATIONAL EXPERIENCES OF BAHAMIAN STUDENTS AT TAYLOR UNIVERSITY _ A thesis Presented to The School of Social Sciences, Education & Business Department of Higher Education and Student Development Taylor University Upland, Indiana In Partial Fulfillment of the Requirements for the Degree Master of Arts in Higher Education and Student Development _ by Dominic Justin Cartwright May 2018  Dominic Cartwright 2018 Higher Education and Student Development Taylor University Upland, Indiana CERTIFICATE OF APPROVAL _ MASTER’S THESIS _ This is to certify that the Thesis of Dominic Justin Cartwright entitled An Exploration of the Educational Experiences of Bahamian Students at Taylor University has been approved by the Examining Committee for the thesis requirement for the Master of Arts degree in Higher Education and Student Development May 2018 Todd Ream, Ph.D Date Thesis Supervisor _ Scott Gaier, Ph.D Date Member, Thesis Hearing Committee _ Drew Moser, Ph.D Date Member, Thesis Hearing Committee Tim Herrmann, Ph.D Date Director, M.A in Higher Education and Student Development iii Abstract The purpose of this study was to explore the experiences of Bahamian alumni during their undergraduate years at Taylor University Thirteen participants who graduated between the years 1980 and 2016 were interviewed All responses were recorded, transcribed, and analyzed to discover varies themes Participants shared how they experienced Taylor as a Bahamian during their time The results of this research provide clarity to what Bahamian students have experienced and what Bahamian students may continue to experience in the future iv Acknowledgements Here are the people and things that I want to acknowledge:  “Whatever you do, work heartily, as for the Lord and not for men, knowing that from the Lord you will receive the inheritance as your reward You are serving the Lord Jesus Christ.” – Colossians 3:23  My wife has been my main support in this project She has helped me process my thoughts, proofread my writing, and transcribed my interviews She has encouraged and praised me every step through this process I love her and would not have been able to complete this without her  I want to thank my parents for their assistance during the data collection phase with reducing the cost and providing support  I want to thank my thesis supervisor, Dr Todd Ream, for pushing me to my best work I enjoyed the challenge, and his encouragement has cultivated in me a desire to beautiful work  I want to acknowledge Mr Leland Boren Though he has impacted me through my undergraduate years financially, Mr Boren has also challenged me to pursue excellence in the work that I  I want to thank my cohort (Cohort X) for their support and encouragement I really appreciated when they challenged me in my work and learning They all v have different perspectives and questions that aided me in thinking and processing my thoughts  I want to thank all the Bahamians who participated in my research I would not have been able to conduct good work without their willingness to be a part of this project I appreciate each and every one of them for their time and openness to sharing their experiences I admire their desire to help future students in their transition to Taylor University  I appreciate the help and support that the MAHE faculty and staff provided to make this process a meaningful, challenging, and learning experience I also thank them for their patience with me as we worked together  I want to thank the individuals who have assisted me financially so that I am able to complete this work I hope that the work that I have produced proves to be a worthy investment vi Table of Contents Abstract iii Acknowledgements iv Chapter Introduction Chapter Literature Review Adjustment Issues of International Students International Student Support History of Taylor University International and Minority Student Services at Taylor University 10 History of Bahamian Students at Taylor University 12 Conclusion 17 Chapter Methodology 18 Approach 18 Context 18 Participants 19 Procedure 19 Data Analysis 20 Benefits Section 20 Chapter Results 22 Social Adjustment 22 vii Relationship with Faculty and Staff 29 Respect 30 Academic Challenges 32 Conclusion 36 Chapter Discussion 37 Findings 37 Implication for Practice 41 Implications for Future Research 43 Limitations 44 Conclusion 45 References 47 Footnotes 53 Appendix A: Request for Participation 54 Appendix B: Interview Protocol 55 Chapter Introduction The Bahamas, an archipelago approximately 50 miles southeast of the state of Florida, was first inhabited by a people known as the Arawaks, sometimes referred to as Lucayans The Bahamas, derived from the Spanish phrase bajamar, meaning “shallow sea,” was given its name by the Spanish after they destroyed the Lucayans (Harris, Saunders, & Albury, 2017; McQueen, 1983; Rogoziński, 1992) Under the sponsorship of King Ferdinand II and Queen Isabella I, Christopher Columbus discovered the Bahamas in 1492 (Flint, 2018; McQueen, 1983; Waugh, 1964) The Bahamas later became known for piracy, and New Providence became the central hub for British pirates (Rogoziński, 1992) In 1684, the Spanish attacked the main settlement on New Providence, called Nassau However, the attempt to completely drive out the pirates failed; by 1686, Nassau was again a pirate haven (Rogoziński, 1992) Eventually, the British colonized the Bahamas, and Governor Woodes Rogers, under the order of King George I, brought order to the islands After the pirates were eradicated, governors appointed by the English crown ruled the Bahamas In 1948, a new government known as the United Bahamian Party (UBP) was formed This government operated as a democracy, and the UBP was made up of white men The Bahamas achieved majority rule (when black Bahamians made up a majority of the government) in 1968 under the leadership of Primer1 Pindling, the leader of the Progressive Liberal Party 42 Similarly, educating faculty concerning relevant cultural influences and educational differences between the United States and the Bahamas will help faculty communicate more effectively with Bahamians students (Gopal, 2011) Consequently, faculty will be able to identify what cultural differences hinder a student’s learning, thus increasing student learning by knowing how to assist students effectively in understanding course materials and concepts With a better understanding of students’ contexts, faculty will become better equipped to advise and coach students to success in ways rewarding for both them as faculty and the students they serve Though Bahamian students may encounter academic hurdles when coming to Taylor, they prove persistent and desire to succeed (Mamiseishvili, 2012) However, understanding how to correct a Bahamian student academically is crucial If a student is struggling in a math course, stating that an answer is incorrect is acceptable However, stating the way a student is working through a problem is incorrect is not acceptable as it demotivates students Such logic also applies to writing and speaking While explaining to students that writing in the United States differs from writing in the Bahamas, claiming that the way a student previously learned to write is incorrect proves to be offensive Alternatively, professors can work productively with Bahamian students by teaching them how to address their audience, which, in this case, is an American audience In any case, American educators need to understand that the American academic system differs culturally from the Bahamian academic system, a reality requiring Bahamian students to adjust as part of their educational experience When Bahamian students are told the way they learned was wrong, they not hear educators communicating an understanding of a cultural difference Rather, Bahamian students 43 hear educators say the United States’ way is the only correct way Educators should consider affirming that, though Bahamians must overcome many hurdles, their previous academic experiences proved sufficient for obtaining the opportunity to study in the United States Implications for Future Research The current qualitative study reveals areas for further exploration of the educational experiences of Bahamians students at Taylor University The study examined Bahamian student experiences in a broad sense, but the emerging themes give direction for more in-depth research The themes disclose the impact that faculty at Taylor have on Bahamian students The relationships built during the students’ four-year experiences seem to encourage and challenge Bahamians to pursue excellence Therefore, further exploratory research could address the following question: How relationships with faculty at Taylor impact the learning of the Bahamian students? The topic of preparedness for college at Taylor seems also to be a concern of the participants Whether referring to being underprepared for American-style mathematics or English, such foundational areas of study pose challenges for Bahamian students Additional research exploring various ways Taylor could help prepare Bahamian students for academic success would prove helpful Third, many participants shared about struggles with examinations in classes Specifically, participants expressed concern with the overuse of multiple-choice examinations, which Bahamian students perceive as hindering their abilities to demonstrate knowledge and mastery of a subject Future studies could aim to 44 determine—or at least examine—whether examinations successfully assess the learning of Bahamian students Finally, participants shared many social challenges impacting their experiences at Taylor Though the identified social challenges existed mostly as a result of studying in the US, such issues still occurred at Taylor and impacted students’ experiences As a result, Taylor has a responsibility to help cultivate an environment that welcomes Bahamian students into the overall community Further research should seek to answer the following questions: How social challenges affect Bahamian students sense of belonging at Taylor? How can Taylor create a more welcoming environment for Bahamian students? Limitations Though the research comes with many recommendations of in terms of how better to address Bahamian students’ educational needs, the process of research is also accompanied by limitations These limitations not decrease the value of the research but can prove challenging as progress is made The limitations shared below disclose the three main challenges encountered during the research process The first limitation involves the amount of time available to collect the data needed Data collection, as stated in Chapter 3, took place in the Bahamas However, the plan to travel to more than one island to interview alumni was not feasible within the research timeline The lack of time to travel to multiple islands resultantly limited interviews to only alumni on the island of New Providence New Providence was chosen because it is the island on which the greatest number of Bahamian Taylor alumni reside Moreover, because of the size of the island, scheduling meetings with participants within 45 a week and a half was easier However, more time would have allowed for additional interviews, which would have added to the study’s richness and the certainty of the essence of the Bahamian student experience at Taylor University The second limitation highlights participant availability Though the first limitation played a role, only 13 of the 19 alumni who desired to participate were available during the week and a half allotted for data collection Despite the effort made in traveling to the Bahamas when most of the interested alumni could participate, some alumni already made plans during that time Some participants adjusted their schedules and made themselves available, but not all participants had the option of doing so Lastly, phenomenological studies often involve researcher bias, a significant limitation in which the researcher’s opinions and experiences can inappropriately skew the researcher’s ability to accurately identify the essence of participants’ shared experience The fact that the principal investigator of this study is Bahamian warrants concern about researcher bias Because the chosen research design permits interpretation, a hermeneutic approach allows space for the researcher to include his or her own experience within the process of interpreting the data However, the researcher of the current study did so cautiously so as not to introduce new and personal information not supported by the collective voice of the Bahamian sample interviewed However, given the researcher’s proximity to the research topic, bias may be a present—though relatively insignificant—limitation Conclusion Bahamian students have attended Taylor University for over 30 years The experiences of Bahamian students have changed throughout the decades, though the 46 needs remain consistent Exploring the needs of Bahamian students yields an understanding of how Bahamian students have bridged the pedagogical gap between their experiences in high school in the Bahamas and their Taylor experiences Some of the ways Bahamian graduates bridged this gap while at Taylor were through building genuine relationships with the faculty and staff, joining a community, finding necessary support both academically and socially, and bravely engaging American culture In doing so, graduated and current Bahamian students gain knowledge of the surrounding culture, navigating through and creating paths for themselves and subsequent Bahamian students to be successful at Taylor University As international students, adjusting to various social challenges—such as culture shock and homesickness— and academic challenges—such as relationships with teachers and academic expectations—are expected Bahamian students have to learn to adapt to both American culture and the Taylor culture in order to grow socially and educationally Given the important role faculty and staff play in the development of Bahamian students, Taylor University’s leadership must consider leveraging institutional strengths to find ways to further improve and enhance the educational experience of Bahamian students 47 References Abel, C F (2002) Academic success and the international student: Research and recommendations New Directions for Higher Education, (117), 13–20 doi:10.1002/he.42 Araujo, A A (2011) Adjustment issues of international students enrolled in American colleges and universities: A review of the literature Higher Education Studies, 1(1), 2–8 doi:10.5539/hes.v1n1p2 Babiker, I E., Cox, J L., & Miller, P M (1980) The measurement of cultural distance and its relationship to medical consultations, symptomatology and examination performance of overseas students at Edinburgh University Social Psychiatry, 15, 109–116 doi:10.1007/BF00578141 Bethel, K (1999) Educational reform in the Bahamas In E Miller (Ed.), Educational reform in the Commonwealth Caribbean (pp 71–117) Washington, DC: Organization of American States Bhochhibhoya, A., Dong, Y., & Branscum, P (2017) Sources of 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Garden City, NY: Doubleday & Company, Inc Xu, L (2015) Transitional challenges faced by post-secondary international students and approaches for their successful inclusion in classrooms International Journal for Leadership in Learning, 1(3), 1–28 Retrieved from https://files.eric.ed.gov/fulltext/EJ1070720.pdf Zhai, L (2002) Studying international students: Adjustment issues and social support Association for International Agriculture and Extension Education, 11(1), 97– 104 doi:10.5191/jiaee.2004.11111 53 Footnotes The position of Primer was changed to Prime Minister after the Bahamian Independence Please note that the proposal discussed is the most recent proposal found and is believed to be the final proposal instituted upon the creation of this position There were a few revisions that went back and forth between President Lehman and Mr Boren Lyford Cay Scholarship Committee did not offer graduate scholarships before this point Principal is believed to be the position equivalent to a President when the college was a 2-year institution Please note that the College of the Bahamas moved to university status in 2016 and is now known as the University of the Bahamas 54 Appendix A Request for Participation Dear [Name], Hello My name is Dominic (Nick) Cartwright I am a graduate student at Taylor University working on obtaining a master’s degree in Higher Education and Student Development I am a graduate assistant for the Office of Intercultural Programs (OIP) and I work specifically with international students I would like to know if you would be interested in participating in a study that I am conducting on Bahamian students’ experiences while studying at Taylor University This study will explore the experiences of Bahamian alumni during their high school and college years The goal is to get a better understanding of the educational challenges that Bahamian students face while studying in an American higher education system I would need about hours for each interview that will be conducted within focus groups These groups will comprise of people per group I will be traveling to the Bahamas in July and I will be recording these interviews for research purposes only Your information is confidential and will not be shared with anyone other than for the purpose of reporting my results If you have any questions concerning this, please contact me Your participation will be greatly appreciated If you are interested in participating in my research, please fill out this short questionnaire https://goo.gl/t7hQaR Thank you for considering Dominic (Nick) Cartwright 55 Appendix B Interview Protocol How would you describe Taylor to a freshman student that is starting this fall? What differences did you see between the education system in the Bahamas and the education system in the United States? How did the teaching style of your teachers in high school differ from that of your professors at Taylor? Were there any significant challenges academically that you experienced during your studies at Taylor? What was your relationship with your teachers in high school? What was your relationship with your professors at Taylor? How you view teachers in the Bahamas? How has Bahamian culture influenced this view? How did you respond to your teachers in high school? How did your high school teachers expect you to interact with them? 10 How did your college professors expect you to interact with them? 11 How has the faculty helped with your adjustment? 12 How has the staff helped with your adjustment? 13 What helped you make the transition from the Bahamas to Taylor University? 14 What have you initiated to make you transition easier? 15 What are some of the challenges that you experience in coming to Taylor? 16 What advice would you give new incoming Bahamian students going to Taylor? ... most of the professors there, they’re not there for the money They’re there for their love of teaching and their love of God, for the most part.” All participants believed institutional and faculty... understanding the experiences of Bahamian Students at Taylor Exploration of how Bahamian students handle the transition they undergo can offer valuable insight as to where assistance is needed 18 Chapter... through ways of improving institutional engagement with and support of Bahamian students, Taylor University should consider the above themes These themes emphasize the essence of the Bahamian student